This article presents general implications for using interactive electronic picture books in the classroom. The suggestions are rooted in research with middle grades readers in a tutoring setting and kindergarten through fourth‐grade classroom settings. Specific attention is given toward those features in eBooks that may distract, support, or extend comprehension. The article also addresses ways to familiarize students with multi‐touch tablet devices while encouraging students and teachers to transfer print‐based reading strategies to this new medium. In addition, the authors provide a framework for considering the relationship between interactive features in eBooks and students’ comprehension while establishing the need for more scaffolding of reading instruction when using ebooks.